This paper considers how the ‘error’ shapes our relationship with computation and creative practice. It also considers how rethinking the ‘error’ can aid undergraduate students when learning about digital media practice. Comparing conceptions of the ‘error’ with those of other key concepts from digital and creative practice such as ‘glitch’, reveals the defining character of the ‘error’ and the way it shapes creative processes.
As well as surveying the role of the ‘error’ in digital arts practice, this paper also discusses the author’s experiences of teaching undergraduates on a digital and interdisciplinary arts programme. It reflects on the impact that challenging conceptions of the ‘error’ can have on students’ understanding of computation and creativity
